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ACADEMIC

MENTOR

MANUAL

Fall 2017

2

TABLE OF CONTENTS CAAS Information

Introduction .................................................................................................4

Mission and Goals ........................................................................................5

Staff Directory..............................................................................................6

CAAS Staff Contacts....................................................................................7

Policies and Procedures

Policies .........................................................................................................9

Procedures .................................................................................................. 10

Academic Support Staff Expectations ...................................................... 11

Support Staff Responsibilities ................................................................... 13

Student-Athlete Responsibilities .............................................................. 14

Support Staff Evaluations ......................................................................... 15

Employee Compensation ........................................................................... 16

Employee Time Entry ................................................................................ 17

Biweekly Payroll Periods ........................................................................... 18

Ethical Conduct

Confidentiality and Communication ......................................................... 20

Academic Integrity .................................................................................... 21

Academic Integrity Incident Report.......................................................... 22

NCAA Regulations ..................................................................................... 23

Academic Support Staff Contract.............................................................. 25

Employment Confidentiality Agreement .................................................. 26

Academic Mentor Strategies

Guide to Academic Mentoring ................................................................... 28

CAAS Weekly Meeting Checklist .............................................................. 29

Learning Styles and Academic Strengths ................................................ 32

Techniques and Strategies ........................................................................ 33

Vocabulary and Writing Essays ................................................................ 36

Resources ........................................................................................................... 37

Academic Mentor Required Documents..............................................................4

3

CAAS

INFORMATION

4

Introduction

The Center for Athletic Academic Services (CAAS) provides academic support

programs to enhance the learning and academic performance of student-athletes.

Academic counseling, study hall, tutoring, academic mentoring, and orientation

programs aid student-athletes in reaching academic success.

Tutors and academic mentors are available to all student-athletes at the University

of Memphis through CAAS, and are valuable tools in achieving academic success for

many. Tutors are available in most subject areas and work both in group and one-

on-one sessions. Academic mentors provide general academic guidance for at-risk

student-athletes and work primarily in small group sessions.

As a tutor or academic mentor, you have an opportunity to assist student-athletes

in achieving their academic goals. Communication between CAAS staff and yourself

is extremely vital to ensure that the best possible academic support is provided to

each student-athlete.

Please keep this manual accessible during your employment with CAAS. This

manual is meant to be a comprehensive guide as an employee for CAAS.

Welcome to our team!

Bob Baker, Director

5

CENTER FOR ATHLETIC ACADEMIC SERVICES (CAAS)

Mission Statement

The University of Memphis’s Center for Athletic Academic Services (CAAS)

was established in order to provide academic support services for student-athletes.

The mission of the center is to provide the necessary support services for UM

student-athletes to be successful in the classroom, to pursue an undergraduate

degree while competing as a student-athlete, to be challenged to compete at the

highest level in all they do (academically, pre-professionally, socially) and to

ultimately become high achievers in life.

CAAS full-time staff consists of: Director, Associate Director, six Athletic

Academic Counselors, a Learning Specialist, and a PAWS Coordinator. CAAS is

also assisted by graduate assistants, interns, tutors, academic mentors, and student

workers. CAAS is currently housed in Wilder Tower on campus. The entire sixth

and seventh floors, a total of 8,000 square feet, have been designated for CAAS’s use

and have the capacity for 41 student computer stations, 16 offices, and several

study tables.

CAAS SERVICES OFFERED TO STUDENT-ATHLETES:

Academic Advising ~ Semester schedules, degree plans and major selection

Academic Awards ~ Nomination and promotion of all academic awards

Academic Counseling ~ Academic advice to assist student-athletes with specific courses

Academic Monitoring ~ Grade checks via calls, e-mails, or grade reports from professors

Career Development ~ Match desired careers with major, prepare for life after University of

Memphis

Disability Services ~ Coordinate academic program with Academic Counselor, Learning

Specialist, and Disability Resources for Students, located in 110 Wilder Tower

Exhausted Eligibility ~ Program to assist former athletes with completing their degree

Academic Mentoring ~ Via counselor or assigned academic mentor—academic skills for

classroom success

Objective Study Hall ~ Proactive monitoring for students attending study hall

Orientation ~ Program for NEW freshmen and transfers

Personal Counseling ~ On limited basis, to assist with daily stress and life as a student-

athlete

Tutoring ~ As assigned by center, offer additional teaching or study skills

Weekly Meetings ~ Weekly academic session with new freshmen and transfers

6

Staff Directory

Bob Baker, Director 678-3467 Rm. 612 Soccer –M

Kristin Williams, Associate Director 678-3466 Rm. 707 Prospective Student-Athletes Basketball –M

Bridget Vanlandeghem, Assistant Director 678-3309 Rm. 607 Baseball Golf - M/W Tennis-W Volleyball Rifle -Mixed

Lauren Hillman, Academic Counselor 678-4467 Rm. 702 Football- Offense, Special Teams

Emily Williams, Academic Counselor 678-3982 Rm. 704

Football-Defense

Jordan Monty, Academic Counselor 678-5586 Rm. 602 Men & Women’s Track & Field/Cross Country Soccer-M Tutor Coordinator

Danielle Pulliam, Academic Counselor 678-2447 Rm. 604

Basketball -W Soccer -W Softball Tennis-M

Katie Woodruff, PAWS Coordinator 678-2738 Rm. 713

Nikki Golston, Learning Specialist 678-3064 Rm. 711 Academic Mentor Coordinator Interns Elizabeth Goodwin 7th Floor Stephanie Lane 7th Floor Samantha Greulach 6th Floor Alex Sommer 6th Floor Matthew Pence

Graduate Assistants Luke Staudt

Erin Brady Carlie Corrigan

CAAS Fax Number 678-4695

7

CAAS Staff Contacts

Academic Mentor Coordinator – Nikki Golston

o Reviews paperwork from prospective academic mentors.

o Responsible for academic mentor employment policies and procedures.

o Provides Academic Mentor Training.

o Coordinate and communicate appointments with counselors and

academic mentors.

o Email/phone communications concerning scheduling and

announcements.

Learning Specialist – Nikki Golston

o Coordinates services for students with Learning Disabilities/ADHD

through Disability Resources for Students

o Assists specific academically at-risk student-athletes

o Provides Academic Mentor Training and assists with Tutor Training.

Tutor Coordinator –Jordan Monty

o Reviews tutor paperwork submitted from prospective tutors.

o Responsible for tutor employment policies and procedures.

o Provides Tutor Training.

o Coordinate and communicate appointments with counselors and

tutors.

o Email/phone communications concerning scheduling and

announcements.

Academic Counselors –Kristin, Bridget, Lauren, Jordan, Emily and

Danny

o Meet with students and discuss the expectations of the sessions in

terms of preparation and attendance.

o Meet with tutor/academic mentor individually to provide feedback and

support when needed.

8

POLICIES &

PROCEDURES

9

Academic Support Staff Policies

Academic mentoring and tutoring are very important services provided by CAAS

and can be an invaluable resource for student-athletes. Academic support will not

and does not replace the student-athlete’s responsibility to attend class and study

on his/her own. Tutoring and academic mentoring provides supplemental help for

student-athletes. Academic support staff feedback throughout the semester is

VERY important to our office so that we can promptly and efficiently monitor the

academic progress of our student-athletes. In order to ensure success with the

tutoring and academic mentoring programs, the following policies must be followed:

Support staff members are expected to behave in a forthright and

professional manner.

Unethical behavior will not be tolerated. Support staff should set an example

and adhere to the principles of academic integrity and honesty.

Any pertinent information regarding the student-athlete’s progress or

conduct should be reported immediately.

Support staff must adhere to CAAS rules regarding confidentiality and

communication.

Personal relationships between academic support staff and student-

athletes are prohibited. Support staff should not associate on a

personal basis with the student-athletes they tutor and/or mentor.

Support staff members are expected to meet all scheduled appointments and

adhere to CAAS rules concerning tardiness and cancellations.

10

ACADEMIC MENTORING AND TUTORING PROCEDURES

All tutoring requests must be initiated by the student-athlete. The student-

athlete will inform his/her academic counselor of the request; the request will

then be forwarded to the academic support coordinator. Requests must be

submitted at least a week before help is needed.

Upon receipt of the request, one of the academic support coordinators will pair

the student-athlete with a tutor/academic mentor, prepare schedules to include

appointments for each academic support staff member, and forward the

scheduled appointments to the appropriate academic counselor.

Support staff will be informed by tutor or academic mentor coordinator via

University of Memphis email if there are any changes to their schedule of

appointments.

Once appointments are scheduled, student-athletes and academic support staff

are expected to meet all scheduled sessions. If a student-athlete is a “No-Show”,

the tutor or academic mentor must let one of the academic support coordinators

and/or academic counselor know on the same day the session is missed either by

notifying the counselor in person, reporting in the AthleteHall session comments

(tutor), or in the daily follow-up email (academic mentors).

Academic staff must inform the tutor or academic mentor coordinator of any

cancellations prior to the scheduled appointment. Problems with absenteeism or

tardiness can lead to termination of employment with CAAS.

Tutoring sessions, study groups, and academic mentoring will take place during

normal study hall hours (Sun 6:00pm to 9:00pm, MTWR 8:00am to 9:00pm,

F 8:00am to 4:30pm) unless other instructions are given.

Sessions should be conducted in CAAS approved facilities only (6th and 7th floor

of Wilder Tower). Only when permission has been given in advance by a CAAS

staff member can tutoring/academic mentoring sessions be held in another

public campus locale (Library, Computer Lab).

11

Academic Support Staff Expectations

COMMUNICATION SKILLS. Support staff should speak clearly and in a

manner that is easy to understand. It may be necessary to use a variety of ways

to explain course materials. Staff members should speak on a level that the

student-athletes will comprehend, but they should not “talk down” to the

students.

KNOWLEDGE OF SUBJECT AREA. Tutors should know the material that

they are tutoring. If the material becomes beyond the ability of the tutor, then

he/ she should contact the tutor coordinator immediately so that more

appropriate assignments can be made. Academic mentors are expected to have a

general understanding of the subject area.

STUDY SKILLS. Support staff should have an awareness of potential problems

in the areas of time management, writing, reading, organization, test anxiety,

and stress management.

MOTIVATION. Support staff should be motivated and should model motivation

for the student-athletes with whom they work. Staff members should show that

academics can be exciting when goals are set and accomplished.

SUPPORT. Support staff should always be supportive of the student-athletes

with whom they work and should never make them feel weak for seeking help.

Expressing a need for help can feel very threatening for a student. If a student

deserves a pat on the back or a word of encouragement, give him/her one. If a

student fails, help him/her recognize his/her weaknesses and come up with

solutions for improvement in future similar situations. Tutors and academic

mentors should help the student find the positive side of any situation.

FEEDBACK. Support staff are expected to maintain contact with the CAAS

staff to be sure that everyone is working together effectively for the benefit of the

student-athlete. Successes and failures of the students should be reported to

their academic counselor. Any pertinent information regarding the student (i.e.,

grades, attendance, improper behavior, etc.) must be communicated right away

so the academic counselor can address problems immediately.

12

Expectations (cont.)

RESPONSIBILITY. Support staff are expected to be responsible to the

students with whom they work but not for the students. Responsibility includes

being on time and keeping appointments with the students. Remember, each

student is responsible for his/her personal academic success or failure, but it is

the responsibility of the academic support staff to keep sessions focused,

organized, and on track.

ROLE MODELING. Support staff should approach academics in a way that can

be modeled by the students. This means keeping yourself extremely organized

with due dates, assignment information, test dates, etc. and doing everything

you can to pass that organization along to your students and to keep counselors

in the know. Staff members are in a position to have a significant influence on

the students’ behaviors.

EMPOWERMENT. Support staff should work with the students in a way that

does not make the students dependent on the tutor and/or academic mentor.

Students should be empowered to find ways to help themselves and to seek

additional assistance when needed.

TEAM WORK. Support staff should work with each other and with the CAAS

staff. Academic support staff members should develop a positive rapport with

other tutors, academic mentors, and the CAAS staff. As a team, all members

should feel comfortable going to each other for information or guidance.

UNDERSTANDING. Support staff should understand the special needs of

student-athletes. It is helpful to find out what a typical day is like for the

student-athletes with whom you will be working; however, staff members should

not make excuses for or accept excuses from student-athletes. Students are

expected to acknowledge their needs and find appropriate ways to compensate

for them. Tutors and academic mentors should be accepting of the student and

his/her needs without being condescending.

INTEREST. Support staff should show a genuine interest in the well-being and

academic success of the students with whom they work. Tutors and academic

mentors should listen to what the student has to say. The academic needs of a

student sometimes cannot be met until a more pressing issue is resolved.

ORGANIZATION. Support staff should be well organized and should help

students develop organizational skills.

13

SUPPORT STAFF RESPONSIBILITIES

Academic support staff members are key contributors to the success of student-

athletes. As a result, it is vital that support staff take this responsibility seriously

throughout the entire semester.

Once you receive your student assignments for the semester and begin

working, you are accepting that schedule for the entire semester. If there are

any issues with the schedule or you feel that you have been assigned too

many students, please contact one of the academic support

coordinators immediately. Changes to scheduling can be easily made at

the beginning of the semester.

Employment with CAAS is a semester long commitment. Staff is required to

work until their assigned students have completed their final exams.

Consistency for any student is helpful when working through a difficult

course.

For the most part, academic support staff members are students as well.

While the CAAS staff understands the importance of your own education,

please make sure that you manage your time well so that it does not affect

your commitment to CAAS.

The CAAS staff will make every effort to encourage student-athletes to

engage in appropriate academic behaviors. Please remember that you can

contribute as well. Always act as an appropriate role model by attending all

meetings on time and coming to each session prepared.

14

Tutoring Program

Student-Athlete Responsibilities

Tutor requests will only be granted if a student-athlete agrees to abide by ALL the

responsibilities listed below.

Tutoring requests must be discussed thoroughly with your academic counselor at

least ONE week before desired session; creating an appointment can take up to one

week to schedule.

It is the responsibility of the student-athlete to come prepared to a tutor

session with specific questions and/or material to be reviewed. NO

HOMEWORK IS TO BE WORKED ON/COMPLETED DURING TUTORING

APPOINTMENTS.

BE ON TIME.

It is the student-athlete’s responsibility to call CAAS to cancel an appointment at

least 3 hours prior to the scheduled meeting time.

Missing appointments due to reasons other than personal emergency, illness, or

team travel without prior notice constitutes a “NO SHOW”.

Two “NO SHOWS” are grounds for losing tutoring privileges.

When contacted by a member of the CAAS staff, student-athletes must call back

ASAP.

Dating or any type of intimate relationship between a student-athlete and tutor is

unacceptable.

Communication between student-athletes and tutors is NOT ALLOWED outside of

the set appointment, (i.e. phone calls, texting, emailing, etc.)

Tutoring will not and does not replace the student-athlete’s responsibility to attend

class and study on his/her own.

Under no circumstances is a tutor allowed to do the student-athlete’s work,

including but not limited to typing or writing a paper for a student-athlete.

A tutor is not permitted to speak to a professor or coach regarding a student-athlete.

CELL PHONES may NOT be used during tutor sessions; please turn them

OFF.

CAAS reserves the right to suspend or deny a student-athlete’s tutor privileges based on the failure to

comply with any of the above statements or for any behavior deemed inappropriate and/or harassing

toward a tutor or member of the CAAS staff.

15

Support Staff Evaluations

Evaluations are an important part of the overall improvement and development of

any type of academic program and its staff. Academic support staff will be

evaluated at least once during the school year. Sometimes these evaluations will be

scheduled with the staff member ahead of time, while other times they may be

conducted on a random basis.

The results of the evaluations are then used to assist CAAS in assessing the tutor

and academic mentor programs as well as the effectiveness of the academic support

staff. Areas of strengths and weakness are then addressed with the planning of the

tutor and academic mentor program and in the training of individual support staff

members.

The support staff evaluation consists of several components:

A CAAS staff member observes and evaluates the academic support staff

during one of their tutor/academic mentor sessions.

Student-athletes’ assigned tutors and/or mentors are asked to complete a

survey about their experience.*

Student-athletes are asked to complete a survey about their experience with

their assigned tutor and/or academic mentor.*

Academic support staff members are asked to fill out a self-evaluation about

their strengths and weaknesses as a tutor/academic mentor. This form also

provides an opportunity for tutors/academic mentors to provide feedback on

their experiences while working in CAAS.

*Evaluation forms will be sent out electronically to all academic support staff

members, as well as to the students working with a tutor/academic mentor.

16

Employee Compensation

If a support staff member misses a scheduled appointment without notice,

one hour of pay will be deducted from their paycheck. After 2 missed

appointments, the staff member will be dismissed from CAAS. If a condition

arises which necessitates being late or absent for a scheduled session, the

staff member must call the academic support coordinator prior to the

scheduled session.

Undergraduate students are paid $8/hour; Graduate students are paid

$10/hour.

Support staff are typically paid bi-weekly, on the middle and last day of each

month.

Web time MUST be reported in MyMemphis by the Thursday before the

last day of the pay period. Failure to submit web time by the deadline will

result in a loss of pay for that pay period.

When in the center, all tutors must be logged into AthleteHall. Tutors must

log into the system at the front desk of floor 6 or 7 before beginning a session

and be sure to log out when leaving. Web time will be cross-checked with

AthleteHall; they must match in order to be paid.

Support staff cannot be guaranteed a set amount of hours. Weekly hours can

vary by staff member and can change from week to week, depending on

student-athlete demand and travel schedules.

17

Employee Time Entry

The following steps describe how to record hours worked and submit your time

sheet for approval.

Step1: See the academic mentor coordinator to fill out contract application

paperwork in order to receive a timesheet on MyMemphis.

Step2: Log into the MyMemphis and select the Employee tab.

Step 3: Locate the Time/Leave Reporting channel in the upper left corner.

Click on the “Click here to access your time sheet (bi-weekly)” link.

Step 4: Select the appropriate time sheet.

Select the radio button in the My Choice column for the position for which you

want to report time. Click on the dropdown box in the column under Pay Period

and Status to locate the time sheet for the appropriate pay period. Click on the

Time Sheet button to open the time sheet after selecting.

Step 5: Enter time.

Once you open your time sheet, even if you do not make any entries, its status

changes from “Not Started” to “In Progress”. Once you start your time sheet,

only you can complete and submit it for approval. You may access your time sheet

as many times as you like during the pay period; all time does not have to be

entered at once; however, once you have submitted your time sheet for approval you

cannot make any changes.

Step 6: Submit your time sheet.

It is recommended that you click on the Preview button to review your entries

before submitting your time for approval. If you have no corrections after

previewing and are ready to submit your time, click on the button Submit for

Approval. (REMEMBER: Once you have submitted your time sheet for

approval you cannot make changes. If you do need to make adjustments to

your time, contact the academic mentor coordinator.)

* All tutors are still required to sign into AthleteHall at the front desk of floor 6 or 7

before beginning a session. Also be sure to sign out when leaving. AthleteHall time

must match the hours entered on Web Time Entry.

18

Biweekly Payroll Periods for Fiscal Year 2017-2018

Payroll

ID# Payroll Period

Time Sheet

Due Date Pay Date

Hours Remaining in Fiscal

Year After Period Ends

2017

Beginning Hours 1950.0

BW 18 *August 19 - September 1 August 31 September 8 1612.5

BW 19 September 2 - September 15 September

15 September 22 1537.5

BW 20 September 16 - September 29 September

29 October 6 1462.5

BW 21 September 30 - October 13 October 13 October 20 1387.5

BW 22 October 14 - October 27 October 27 November 3 1312.5

BW 23 October 28 - November 10 November

10 November 17 1237.5

BW 24 *November 11 - November 24 November

22 December 1 1162.5

BW 25 November 25 - December 8 December 8 December 15 1087.5

BW 26 *December 9 - December 22 December

15 December 22 1012.5

2018

BW 1 December 23 - January 5 January 5 January 12 937.5

BW 2 January 6 - January 19 January 19 January 26 862.5

BW 3 January 20 - February 2 February 2 February 9 787.5

BW 4 February 3 - February 16 February 16 February 23 712.5

BW 5 February 17 - March 2 March 2 March 9 637.5

BW 6 March 3 - March 16 March 16 March 23 562.5

BW 7 March 17 - March 30 March 30 April 6 487.5

BW 8 March 31 - April 13 April 13 April 20 412.5

BW 9 April 14 - April 27 April 27 May 4 337.5

BW 10 April 28 - May 11 May 11 May 18 262.5

BW 11 *May 12 - May 25 May 24 June 1 187.5

BW 12 May 26 - June 8 June 8 June 15 112.5

BW 13 June 9 - June 22 June 22 June 29 37.5

BW 14 **June 23 - July 6 July 6 July 13 0.0

* Due to holiday, please note early time sheet due date.

** Time sheet due date will change subject to fiscal year-end requirements.

19

ETHICAL

CONDUCT

20

Confidentiality and Communication

Academic support staff is required to maintain a strict policy of confidentiality.

Communication about your work with student-athletes is limited to CAAS. Academic

support staff are in constant communication with the academic counselors and the

academic support coordinators.

Academic support staff may discuss a student-athlete’s academic performance only

with the student-athlete or a member of the CAAS staff. Please do NOT discuss

student’s academic concerns with:

o Other students

o People in your departments

o Personal friends and family members

o The media

o Professors, instructors, or teaching assistants

o Coaches

Academic support staff is NOT permitted to speak with or schedule an appointment

with a student’s instructor for any reason. Speak to the student-athlete’s academic

counselor in CAAS if you feel an instructor should be contacted. All tutors and

academic mentors should encourage student-athletes to have regular contact with

each of their instructors.

The CAAS staff will send weekly updates to tutors and academic mentors via email.

Each week the update is sent by 5:00 pm on Friday. Included in the emails are

cancellations and schedule adjustments for the upcoming week, requests for

information (paperwork/forms), and procedure and policy reminders. All academic

support staff will be held responsible for the information contained in the emails.

Academic mentors are expected to communicate any academic issues or concerns on

an ongoing basis via daily follow-up emails and/or in person in addition to the

scheduled weekly meetings with the respective academic counselors. Scoresheets are

to be updated DAILY.

All tutors are expected to use AthleteHall session reporting after each scheduled

meeting. CAAS staff refers to the reports daily to monitor student-athlete progress.

If there is ever a concern over what to enter into the notes section of Retain, please

speak to the tutor coordinator. DO NOT LEAVE THE NOTES SECTION

BLANK.

All cancellations must go through the CAAS staff. Once a tutor or academic mentor

session has been cancelled, the CAAS staff member will then contact the student. If

you must cancel a session the day of the meeting, please make sure that you actually

speak with a CAAS staff member in person or over the phone.

Always speak to a CAAS staff member with ANY questions or concerns.

21

Academic Integrity CAAS has several key expectations concerning academic support staff and academic

integrity. Questions or concerns over the following information should be discussed with the

Support Coordinators immediately. Academic support staff who participate in acts of

academic dishonesty are subject to immediate termination of employment by CAAS. Any

inconsistency or problem that is questionable from the standpoint of academic integrity will

be immediately turned over to the Associate Dean of Students for Judicial and Ethical

Programs.

Tutoring and academic mentoring do NOT replace the student’s responsibility of attending class, taking notes, and studying on his/her own. Academic support is in

place to assist students in areas of difficulty and to help the student have a better

understanding of course material.

Typing or doing work for any student-athlete will not be tolerated. In addition, tutors are not allowed to aid on graded assignments unless otherwise instructed by

the student’s counselor.

Many students are enrolled in online courses or have online assignments throughout the semester. Some key points to remember:

o All completion of such course work is the student’s responsibility.

o All work done on all assignments, papers, quizzes, and exams are to be done

solely by the student.

o Due to the nature of online courses, it is sometimes difficult for support staff

to know if a student is permitted to receive tutoring or guidance on an

assignment. When in doubt, do not assist the student with the work and

immediately contact his/her counselor with your concerns. Do NOT ever

provide guidance or assistance on an online quiz/test.

o Please see Online Test Taking Strategies handout to share with students in

Resources section.

Turnitin.com is available for use in the center, which enables students to use

Turnitin.com prior to submitting papers to their professors. CAAS strongly

encourages students to submit papers to this website as a learning tool and as a

means to avoid plagiarism. The CAAS Learning Specialist will assist in this

process when desired.

Academic support staff has a responsibility to report to a member of the CAAS staff if he/she is concerned that a student is not completing his/her own work. If there is

suspicion that a student has plagiarized or plans to use another’s work as his/her

own, please contact the student’s Academic Counselor immediately.

Any incident of compromised academic integrity must be documented on the Academic Integrity Incident Report and submitted to the student-athlete’s Academic

Counselor.

22

Academic Integrity Incident Report

Student: Sport:

Date/time in which incident allegedly occurred:

Location:

Course and Section:

Course Instructor:

Witnesses:

Type of alleged infraction (cheating, plagiarism, forgery, or falsification):

Student-athlete’s report of incident to include possible reasons for the alleged infraction:

How CAAS staff member learned of alleged incident:

Does course instructor have knowledge of alleged incident?

What steps (if any) have been taken by course instructor?

How could this infraction have been prevented? (i.e., additional study halls, subject tutor,

mentor, use of Turnitin.com, etc.)

CAAS Staff______________________________________ Date of Report________________________

23

NCAA Regulations

This is a brief overview of the NCAA rules which can affect tutors and academic

mentors. As an employee of CAAS any prior relationship that academic support

staff members have with a student-athlete changes. If you do have an established

relationship (which began prior to your employment with our department) with a

student-athlete that you want to maintain, let us know so that we can document

this relationship. This is necessary to avoid the possibility of NCAA violations in the

future.

Academic Issues

The NCAA strictly prohibits any institutional staff member (e.g., coach, professor,

tutor, teaching assistant, student manager, student trainer) from arranging for

fraudulent academic credit for a student-athlete. This prohibition includes, but is

not limited to, the following:

♦ Completing homework for a student-athlete.

♦ Typing or writing a paper and/or an assignment for a student-athlete.

♦ Providing answers to homework or exams for a student-athlete.

♦ Sitting in or taking notes and/or an exam for a student-athlete.

Responsibility to Report Incidents of Academic Fraud

It is the academic mentor’s responsibility to report ALL incidents of academic fraud

to CAAS. A tutor or academic mentor who has knowledge of a student-athlete not

completing his/her own work or a student-athlete receiving improper assistance

from another tutor, student, faculty or staff member must report that information

to CAAS. Failure to do so can result in a termination of employment with CAAS.

24

Extra Benefits The student-athlete shall not receive any extra benefits. The term “extra benefits” refers to

any special arrangements by an institutional employee or representative of the institution’s

athletic interest to provide the student-athlete or his/her friends or family with a benefit

not expressly authorized by NCAA legislation (see by-law 16.02.3.). Examples of non-

permissible benefits include:

♦ Movie tickets, sporting event tickets, or other entertainment

♦ Dinners

♦ Use of car or providing transportation

♦ Providing or loaning of money

♦ Guarantee of bond or paying bail

♦ Signing or co-signing a note with an outside agency to arrange a loan

♦ Furniture/Household Items

♦ Gifts

The above list is just a sample of some of the more common benefits that are NOT

permissible. Always check with a CAAS staff member if you are unsure about a situation or

if you have questions about NCAA rules.

Specific Limitations (by-law 16.3.1.1.1)

An institution may provide the following support services subject to the specified

limitations. (Revised: 5/9/06)

(a) Use of institutionally owned computers and typewriters on a check-out and

retrieval basis; however, typing/word processing/editing services or costs may

not be provided, even if typed reports and other papers are a requirement of a

course in which a student-athlete is enrolled; (Revised: 4/25/02 effective 8/1/02)

(b) Use of copy machines, fax machines and the Internet, including related long-

distance charge, provided the use is for purposes related to the completion of

required academic course work; (Adopted: 4/25/02 effective 8/1/02)

(c) Course supplies (e.g., calculators, art supplies, computer disks, subscriptions),

provided such course supplies are required of all students in the course and

specified in the institution's catalog or course syllabus or the course instructor

indicates in writing that the supplies are required; (Adopted: 4/25/02 effective

8/1/02, Revised: 4/23/08)

(d) Cost of a field trip, provided the field trip is required of all students in the course

and the fee for such trips is specified in the institution's catalog; and

(e) Nonelectronic day planners. (Adopted: 4/27/00; Revised: 4/25/02 effective 8/1/02)

I AGREE WITH AND UNDERSTAND THE REQUIREMENTS OF THIS CONTRACT.

Name_________________________________________________

Signature______________________________________________Date___________________

25

Academic Support Staff Contract

Please carefully read the contract requirements below. Failure to adhere to the contract

may lead to termination of employment.

I have received the CAAS Academic Support Staff Manual, participated in training,

and I agree to abide by all guidelines.

I will be present and punctual for all appointments. If any emergency arises, I will

contact CAAS prior to the scheduled appointment time.

I will be available to meet during my regularly scheduled appointments throughout

the semester, including during Final Exams. Any commitment concerns should be

discussed with an Academic Support Coordinators at the beginning of the semester.

I agree to treat student-athletes with respect and maintain a friendly but

professional relationship with them.

I will promote good academic standards and will be an example and proponent of

academic integrity and honesty as set forth by the university.

I will not engage in, knowingly conceal, nor promote cheating, plagiarizing, or any

action that constitutes academic fraud.

I will maintain the confidentiality of all student-athletes.

I understand that academic support staff will NOT do work for student-athletes.

This includes typing papers/assignments for students (even if it is the student’s own

words and ideas), dictating answers/information to students, and/or providing

assistance on online quizzes/tests.

I will wait fifteen minutes for a session unless otherwise directed. If the student-

athlete does not show after the elapsed time, I will report him or her as a “No Show”

via AthleteHall on the same day the appointment was scheduled (tutors).

I understand that I must complete AthleteHall comments/send daily follow-up email

at the end of the session in order to be paid for the session.

I understand that my performance as an academic support staff member will be

evaluated.

I understand that my employment is determined on a per-semester basis.

I will be responsible for submitting my Web Time Entry on the specified dates

determined by the University of Memphis Payroll office.

I agree to follow all current and future NCAA and University of Memphis

regulations regarding my position as an academic support staff member.

I AGREE WITH AND UNDERSTAND THE REQUIREMENTS OF THIS CONTRACT.

Name_________________________________________________

Signature______________________________________________Date____________________

26

EMPLOYEE CONFIDENTIALITY AGREEMENT

I, ______________________________, understand that in my capacity as an employee

at the University of Memphis whether as a full-time, part-time, work-study student

or otherwise, I may have access to confidential and private records of other

students, faculty and staff and/or pertaining to the university. This includes but is

not limited to: grade information, class absence information, NCAA eligibility

information or other personal/private student information. I understand that under

federal law and university policy, student records are protected from disclosure to

third parties unless pursuant to narrow exceptions and that other confidential

records must not be disclosed.

I agree to maintain the confidentiality and privacy of all such records during

and after my period(s) of employment at University of Memphis. I shall not,

directly or indirectly, communicate to any person other than my supervisor,

or an individual approved by my supervisor, any information concerning such

records. I understand that any such disclosure may be grounds for

termination, prohibition of future employment and/or for dismissal from

University of Memphis.

_____________________________________

Signature of Employee

_____________________________________

Signature of Witness

_________________________

Date

27

ACADEMIC

MENTOR

STRATEGIES

28

A Guide to Academic Mentoring

Once Assigned an Academic Mentor…

The student-athlete will be required to attend all sessions as assigned by CAAS staff

and/or the academic mentor. Time with the academic mentor will count toward

study hall hours for the student.

Academic mentors will be required to log all time and produce weekly/daily written

reports on the progress of the student-athletes.

Academic mentors will assist student-athletes by:

o Monitoring and evaluating class notes;

o Cross checking and proofreading all out-of-class assignments;

o Developing an individualized weekly time management schedule for each

student-athlete;

o Quizzing the individual in preparation for examinations;

o Assisting the student-athlete in the understanding of course material;

o Developing a healthy working relationship with each student-athlete;

o Demanding punctuality and responsibility from those being assisted;

o Assisting the student-athlete with research and library skills when needed

o Tracking progress toward set goals.

First Meeting

The first meeting between an academic mentor and a student-athlete is very important. It

can set the tone for the entire semester. The initial meeting may take some time, but the

benefits will be worth it. Academic mentors will receive a class schedule for each student-

athlete assigned to them along with a schedule of meeting times. Academic mentors should

direct the first meeting according to the guidelines discussed below.

Introduce yourself.

Take a positive and friendly approach.

Find out what the student-athlete expects from you as an academic mentor.

Let the student-athlete know what is expected from him/her.

Set realistic goals for the semester.

Define the student-athlete needs. Ask open-ended questions.

Discuss benefits from working together.

Find out about class schedules, work-out/practice schedules, and other obligations of

the student-athlete.

Let the student-athlete know you are on his or her side.

Set boundaries for the mentoring relationship.

Discuss the student-athlete’s academic history and strategies he or she has found to

be successful in the past.

Collect syllabi from the student-athlete and look over them together, making notes

and writing down important dates. (Make sure to also scan and save a copy to the

syllabi folder located on the O:Drive).

Encourage the student-athlete to speak with his or her professors regularly.

29

CAAS WEEKLY MEETING CHECKLIST Every Day:

Assist student with checking his/her email and academic sites for grade and assignment

updates

Check Student Notes

Update Scoresheet

Review all assignments

Note any potential problems or tutoring needs

Week 1:

Go over academic game plan/goals for semester

Review syllabi – Make sure student has all materials needed for classes (books, calculator,

etc.)

Create scoresheets

Make sure student has binder. Help student organize

Have student record all assignment/test dates in calendar. Note any conflicts with travel.

Make plan for upcoming assignments

Assess general feeling of student towards upcoming semester

Week 2:

Make task list for upcoming assignments

Make sure notebook is organized

Examine notes for clarity and help correct any problems

Review any upcoming assignments

Communicate with counselor in weekly meeting to set up tutoring if necessary

Week 3:


Compare lecture notes to reading notes

Make sure student is prepared for any upcoming tests or papers

Pay close attention to freshmen and how they are making the transition/adjustment to

college life – use of planner or weekly planner in academic notebook

Week 4:

Discuss test preparation techniques per student’s respective courses


30

Week 5:


Week 6:

Discuss academic advising—make sure student has set appointment with on-campus advisor

if needed


Week 7:


Week 8:

Friday of this week is the last day to withdraw from full session courses

Make sure holds have been taken care of

Prepare for upcoming advising period


Week 9:


Week 10:

Make sure student is up to date on all assignments


Week 11:

Begin preparing student for finals

Make 3 week plan for upcoming assignments and finals (week 12, 13, and 14 of semester)


Week 12/13:

Make sure student has completed all assignments

Make sure student knows when finals are

Create finals schedule


Week 14:

Exam week

Check in with student during the week to address any concerns

Arrange for additional tutoring if necessary

31

Learning Styles and Academic Strengths

When working with a student, it is important to remember that there are

various ways to learn course material. No one method works for every student.

Academic mentors and student-athletes should work together in order to figure out

the best method for each individual and his/her respective courses.

Each student has an academic strength. An effective academic mentor will

work with that strength in order to bring out a student’s personal best. Individual

strengths may not be obvious to a student; be aware of this and encourage your

students in areas in which they excel.

Identifying Learning Styles and Academic Strengths:

Speak with the student about his/her favorite subject or favorite class he/she

has taken. If it is a subject, what does the student like about the discipline?

Does he/she like hands-on activities or reading/writing? If it was a particular

class, what did he/she like about the course? What teaching methods did the

professor use?

Speak with the student’s academic counselor about his/her past academic

performance. Does the student need a structured environment to succeed?

Are activities such as quizzes and worksheets beneficial to the student?

Various assessment tools are available to students and academic support

staff to help identify learning styles and strengths:

o Learning Style Inventory – brief worksheet that identifies if a student

is a visual, auditory, or kinesthetic learner. Accompanying handout

identifies learning strategies that best fit each type of learner. Copies

are available in Resources section of manual.

o SuccessTypes Learning Style Inventory – focuses on the role of

personality in affecting one’s learning style. This is a shorter

instrument which is based on the Myers-Briggs Type Indicator. Copies

are available in Resources section of manual.

32

Techniques and Strategies

Flash Cards Having student-athletes make and use flash cards during sessions can be a great teaching

tool, particularly in subjects where a great deal of vocabulary must be learned. Academic

support staff members have access to index cards to use during sessions. In the traditional

use of flash cards, the word is placed on one side and the definition is on the other. A multi-

sensory approach would go a step further. For example, on the side with the definition the

student could also write a sentence relating the word to a personal story or idea, and/or the

student could draw a picture representing the vocabulary word. Reinforce the student-

athlete’s use of the flash cards once they are made by quizzing the student orally or by

having the student place the cards all over a table and one by one going through the words,

quizzing himself/herself. In addition, there are several apps for making electronic

flashcards students can access using their phones. A list of these apps is available

in the Resources section of manual.

Paraphrase To paraphrase is to put the student-athlete’s responses into other words, to show the

student that you have understood what he/she is trying to say, and to let the student know

that he/she is being heard. Paraphrasing will either help make a concept clearer or it will

demonstrate that the student-athlete is not communicating accurately.

Demonstration A demonstration may be verbal, but is most often activity-based and serves to show how

something is done. Tutors and academic mentors may demonstrate how to put evidence

together to come to a conclusion. The process may also be reversed and the student-athlete

may be asked to demonstrate a concept.

Writing or Diagramming A dry erase board/graphic organizers provide a large area in which to dramatize your

information. The visual learner responds exceptionally well to this technique. Allowing the

student-athlete to use the dry erase board/graphic organizers ensures that he or she is

actively involved in the learning process and checks his or her understanding of what is

being discussed.

Testing Developing a short quiz for your student-athlete(s) may be an excellent way of evaluating

and reinforcing learning. There are various kinds of tests, including essay, matching,

multiple choice, and sentence completion. Criteria for developing a test should be based on

what you want to know about a student-athlete’s mastery and on the type of test you expect

the professor to give.

33

Techniques and Strategies Cont. Summarizing

We tend to think of summarizing as an activity used at the end of a session, but the session

can be stopped a number of times along the way so that the student-athlete can summarize

what he/she has learned. Student-athletes can summarize orally, in writing, or with the use

of diagrams and pictures. “Bite-sized” pieces of summary information usually work very

well.

Silence

In order to get the student-athlete to play an active role in the session process, try silence.

Count to ten before answering the question for him or her. This silence gives the student-

athlete a little extra time to answer or comment on the subject. It also prevents the

student-athlete from feeling rushed and will help him or her to develop confidence. Rushing

to fill a void in the conversation can often close down lines of communication, causing the

session to become a one-way process.

Ask Questions

The tutor or academic mentor should ask open-ended questions such as those that require

more than a simple “yes” or “no” answer. Questions which prove “why” or “what” are useful.

For example:

“How does this concept relate to…?”

“What incidents lead to…?”

“In what ways does … differ from …?”

“What can you tell me about…?”

“Give an example of …?”

Academic support staff should show interest in the student-athlete’s answers and opinions.

Playing devil’s advocate can be an effective means of stimulating discussion. Rephrase

questions if necessary, but refrain from answering the question for the student-athlete. Ask

the student-athlete to put the answer in his/her own words. After doing so, encourage the

student-athlete to write it down exactly as he or she has presented it to you.

Use of References

Being a tutor or academic mentor does not mean that you “have all the answers.” It is

important to know when and how to ask for information. A staff member may need to refer

to textbooks, class notes, dictionaries, other staff, etc. in order to provide assistance. This is

a positive example for the student-athlete in that he/she may learn the importance of

seeking help from other sources.

34

Techniques and Strategies Cont.

Listen to the student. Identify and prioritize the issues presented.

Investigate and assess specific areas of need for students who cannot easily articulate

their difficulties. Ask the student to show you his/her notes, demonstrate how he/she

reads, and show you how he/she studies for tests.

Prioritize the needs with the student, and then set up a timeline to address these

needs.

Build independence by involving the student in planning for each session. In this way,

the student will feel a sense of control and commitment to learning.

Preview reading material with the student, and discuss important vocabulary and key

words.

Always begin with the basics; do not assume the student has prior knowledge of the

subject.

Check comprehension often through oral feedback.

Provide a structured session by breaking assignments into logical, small steps and by

reviewing at the beginning and end of each session.

Help the student understand the objectives of a course and how to prioritize his/her

goals and schedules to meet the requirements.

Help the student build good study strategies by using his/her academic strengths as

much as possible.

Help the student identify and understand his or her learning style and use personal

strengths to develop effective study strategies.

Maintain organized notes, planner, and/or notebook.

35

Vocabulary and Writing Essays

Vocabulary A lack of vocabulary can greatly disable a student’s ability to learn. Students are not

prepared to follow material presented in a classroom or textbook without knowledge of the

lingo being used. Tutoring and academic mentoring sessions should include a review of

important vocabulary for a given subject. This can apply to every subject, even a number

based topic like math. Also, tutors and academic mentors should encourage students to look

up the meaning of a word when they is unsure of the definition or spelling. Teaching

students how to find an answer for themselves is a valuable tool.

Writing Essays

A tutor or academic mentor should never write or type for a student-athlete. This is an

NCAA violation which could affect the student’s eligibility and the tutor’s/academic

mentor’s employment with CAAS. When working on an essay with a student, please

remember:

Help the student develop an outline. This will help the student get started on the

essay as well as stay on topic.

When editing an essay, the tutor/academic mentor and student should work

together. Corrections should be made together; the tutor/academic mentor provides

guidance on the larger problems of the essay, while the student makes the actual

changes. The student should always understand why the change is being made in

the essay. Tutors/academic mentors should never make corrections on an

essay; the student must physically make the changes.

When the essay is completed, use Turnitin.com to ensure the student has done

his/her own work. Turnitin.com is not only a means to detect plagiarism, but it is

also a way to educate the student on how to correctly cite reference materials.

36

FREQUENTLY ASKED QUESTIONS

1. What if my student fails to bring all necessary books, materials, etc. to study

hall in order to get work done?

First, see what the student can accomplish in study hall instead of immediately saying

that the student can go back and get the materials. Sometimes, there are also other

students in study hall that are in the same class as your student that you can ask to use

the book, materials, etc. If it is for an assignment that is due that day, then ask the

counselor so that he/she is aware that the student must be back in study hall at a

certain time.

2. What do I do when one of my students gives me attitude about doing their

work? What happens if it is especially homework that is due that day?

Feel out the situation. Sometimes students come in with attitudes because of something

that happened in their lives outside of study hall and will give you attitude right away

just because of what’s going on. If that’s the case, they might just need a few minutes to

gather themselves and then get to work. If it’s a case that they just don’t want to do

something because you asked them to, ask first if there is something else that they

might want to work on that is still school-related; however, if it is something that is due

that day and they give you attitude about it, go to their counselor and explain what

steps you have taken to try to get the student to work on that assignment. It is out of

your hands once you have done all that you can to get a student to work on an

assignment or help the student study for an exam.

3. When a student asks to leave early, am I allowed to let them leave?

No. Especially when you are first establishing a relationship with a student, it is

imperative that you establish a routine in the beginning that the student must stay in

study hall for the whole time. As the semester progresses, if a student has finished

absolutely everything and asks to leave early, make sure that the student checks with

the counselor to make sure it’s ok for him or her to leave.

37

4. A student is “working” on homework, but is taking way longer than they

should be to complete the assignment. What do I do in this situation?

Tell the student that he/she has to complete the assignment while in study hall or

he/she can come back at night. If you have the student at night, then say he/she will be

back in the morning to complete.

5. What if a student or students are being disruptive and when you ask them to

quiet down they give you an attitude about it?

Get a counselor if it’s your student. If they are students that don’t need to be there, ask

them to leave.

6. What if you have students that are being mentored by someone else come to

where your students are working and try to socialize?

Ask them to go back to where they were. They can socialize on their own time.

7. What if you ask a student to come back at night and he or she does not show

up or does not provide proof of completion of an assignment?

Let the counselor know as soon as possible. At that point, you have done everything that

you can to get them to complete the assignment.

8. What if your mentee asks you to just do a task list for them?

Don’t do it. The whole point of a task list is to have something for them to refer to and if

you do it for them, you are just enabling them and it tells the student that he/she will

just have everything done for them.

9. What if you have a student that is being disrespectful towards everything you

ask them to do? What if after asking them to do something he/she just leaves

study hall?

Disrespect is not under your control. Let the counselor know what happened, but there

is nothing you can do if the student just leaves.

10. What if my student or students start packing up early to leave with 10-15

minutes still remaining of study hall?

Ask them why they are packing up first and then tell them they still have 15 minutes

that they can either do more math problems, study for a test, check email, etc. Don’t let

them just pack up and leave.

38

11. What if you ask a student to make flashcards/outline/highlight over multiple

days and even though it is not an “assignment that is due,” they do not do it?

Just keep trying. Include this information in the follow up email to counselors, but

otherwise continue to ask. Otherwise, begin making them do it while in study hall with

you in order to emphasize the importance of it.

12. What if a student wants to work with another student on an assignment?

Be cautious and use your discretion. If they are doing their own individual work and

just asking questions about certain material that is fine and just monitor it. Otherwise,

do not allow them to do it as they will want to cheat off of each other (i.e. send pictures

of answers to questions to each other).

13. What if a student wants to use another person’s paper for “help on what to do

for the assignment?”

Tell them they can speak with the student, but cannot have their physical paper in front

of them because it is too risky.

14. I forgot to remind a student to do a quiz online. What if the student blames me

for not reminding him as the reason for why he/she did not complete the

assignment?

Remind the student and counselor that yes, you forgot to remind them, but THEY are

the ones taking the class and it is BOTH of your responsibilities to know what is going

on in the class, not just yours.

15. What if a student consistently comes in 5 minutes late to study hall?

Be sure to let their counselor know that it has been a consistent issue and give your

time to the students who are there on time.

16. What if a student consistently gives attitude back about making them sign in

to eCourseware and their email to check grades, emails, etc.?

Explain to them that this is part of your job, we NEED to check grades and there is no

way out of it. If it continues, let the counselor know.

39

17. What if I am in study hall at night and a student and/or tutor does not show up

for an appointment (mentor or tutor appointment)?

Let their counselor know immediately, and if it is a tutoring appointment contact the

tutor coordinator. The student/tutor should wait 15 minutes and if the other does not

show up, they can leave.

18. What if I am in study hall at night and something serious happens (gunman on

campus, fight, tornado, bomb threat, etc.)?

If campus already knows this and has sent out an alert, don’t let anyone leave and call

campus police for an update. Keep everyone calm!

Gather all of the students into a safe place, lock the doors and call campus police.

19. What if a student-athlete is continually on his phone in study hall after you

have repeatedly asked him or her to please put it away?

Take their phone. Or have the counselor take their phone.

20. What if a student-athlete asks to leave study hall early?

Refer back to their tasklist with them and show them that there are other

assignments/readings they need to be doing.

21. What if a student-athlete arrives late to study hall?

Let the counselor know, and put it in your e-mail highlighted.

22. What if Grademinder isn't working properly when student-athletes are trying

to sign-in or out?

First try to restart the computer and log back into Grademinder. The username and

password are under keyboard on 7th floor. Create a list for students to manually check

in and out of.

23. What if a student-athlete is disrespectful towards you?

Tell the counselor immediately and continue to work with your other students

24. What if a student’s computer freezes during a test?

Let the counselor know and immediately have the student e-mail their professor (put in

the e-mail that their mentor and counselor were there to witness and add their e-mails

incase the professor wants to contact them)

40

25. What if you don’t understand the student’s assignment?

Check all possible resources – eCourseware, e-mail, UMDrive – for an assignment sheet

explaining the expectations. It is also sometimes helpful to check with other students

who are in the class with your student, as they may have a better understanding of the

assignment. You can also ask the counselor for their take – they’ve been around longer,

and may have seen it before. Lastly, ask the student to clarify the assignment with the

professor, either via e-mail or in class.

26. What do you do if your student is hospitalized or absent for an extended

period of time?

Check with the counselor about notes/excuses from the doctors for their classes. If

accommodations are going to be made, then help the student to create a plan for

completing the work. If no accommodations are being made, communicate with the

student, via reminders, about upcoming tests and assignments.

27. How are you supposed to handle inclement weather days?

Sign up for TigerText – you will get a text when the campus is closed. Do NOT risk your

own safety to get to campus. Also understand that unplanned closures are often

perceived as “days off” by students – they will likely need gentle reminders that

assignments and online classes will most likely not change.

28. What do you do if there is no information provided by the instructor via email

or ecourseware and you can only rely on the student’s word?

Be sure to communicate this to the counselor. Perhaps the counselor can reach out to

the professor to get necessary information.

29. What do you do if students come early and start working? Are they allowed to

leave early?

Again, be sure that the counselor knows the situation. Counselors are the only ones who

have the authority to allow students to leave early. Generally, students should arrive at

their scheduled time. As a mentor, be sure that you know what the student has going

on, so if a counselor asks if he/she is able to leave early, you are comfortable saying yes

or no.

30. What do you do if a student you don’t work with disrespects you?

Bring the concern to the athlete’s counselor. No amount of disrespect from students is

acceptable.

41

31. What do you do when your student is having serious personal issues that are

affecting their academics?

The first step is to refer to the sport counselor. From there, the sport counselors should

make a referral to the counseling center if necessary.

32. What do you do if a student comes to study hall in crisis mode?

If it is academic crisis, explain that we are here to help, and try to calm the athlete.

Oftentimes developing a plan with a student can help them see the big picture. If it is

personal crisis, refer to the sport counselor and counseling center.

33. What do you do if a student comes to study hall sick?

If they are obviously sick and unable to work, tell the counselor the situation and send

the student to the Athletic Trainer.

34. What do you do if a student tells you something personal and doesn’t want you

to tell their counselor?

If the “personal” statement does not affect their academics, I think it is important to

maintain the student’s confidentiality and keep your rapport. Sometimes it’s okay to

ask, “Would you be okay if I shared this with your counselor, or would you like me to

keep this between us?”.

35. What to do if a student says they are sick?

I think we should try to discern if they are sick, or if they are just trying to leave.

However, I am not a physician, so I would likely refer to the counselor to determine if

they need to be sent to see the Athletic Trainer.

36. What to do if a student has finished tasks on task list?

Ensure that the student is caught up on readings for all classes, and check to see if

there are any assignments that be started or completed early. If not, refer to the

counselor to see if the student may leave early that day.

37. What to do student will not put phone away?

There are certain strategies to try first – explain that they’ll get more done if they put it

away, remind them of the rules of study hall and how disrespectful it is, etc. If those

don’t work, the counselor may come out and confiscate the phone until the end of study

hall.